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Mind Lab Karen Duligall

The blog posts on this blog are my reflections on each Mind Lab session. My notes can be found in my Mind Lab folder in my Google Drive

Ethical decision-making model factors

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March 10, 2019

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Week 31 - Evaluate Your Impacts (Check)

March 24, 2019

S tep 1 : W hat is the observed impact after the ‘Take Action’ phase? T he evidence from the ‘Take Action’ phase is that students were engaged in their learning (as long as the activities were pitched at the right level) which resulted in positive student learning outcomes. H owever, there is no evidence that it was actually the robotics that has improved outcomes and not other factors. I needed to have a control group, that I taught without the use of robotics, to compare with, in order to obtain evidence that robotics increased engagement and therefore student outcomes. W hen researching for the ‘Learn’ phase it was evident that there is no research around teaching maths using robotics, only information on using robotics to teach technology such as coding. This research, if conducted again with a control group, could provide valuable information in this field. F inally, my inquiry did not provide evidence for collaborative groups improving student outcomes as I focuse...

Week 29 - Consider your audiences (Take action)

March 23, 2019

D uring my inquiry into the use of robotics in maths to increase engagement in maths learning, and subsequently to improve learner outcomes, I have made changes in my practice. My plan is for this change to filter down through my team to other Year 5 teachers at my school. Here I will critically reflect on my wider audiences using Rolfe’s Model of Reflection . S tep 1 - W hat L ooking at my practice within a wider, national, context I need to consider the future of education and the role of new technologies within this. Bolstad et al (2012) suggest that 21st-century learning is ‘an emerging cluster of new ideas, beliefs, knowledge, theories and practices”. Whilst their research project is now 7 years old, one of Core Educations 10 trends for 2019 is Human Capital which states that “we must keep learning and changing to acquire skills and dispositions that meet the needs of different contexts and emerging opportunities.” Essentially 21st Century Learning for 2019. S tep 2 - S o...

Mind Lab - Week 2 - Digital - 21st Century Skills

August 05, 2018

Flipped Learning Flipped preparation (required): Prepare for the session by watching the video "What 60 Schools Can Tell Us About Teaching 21st Century Skill" and reflecting how 20th century and 21st century skills differ? Do we need both? What are 21st century skills? What were 20th century skills? There are certainly some 20th century skills that are still required such as working alone - these are still valuable attributes. Listening to the teacher is also a good skill! Sitting still - there are times when you need to show resilience and just sit still through the most boring of activities - that is life. However, one the whole, 21st century skills are more valuable than 20th century. 21st Century Skills - from Mindlab notes This week we open with some reflections on the flipped preparation video "What Can 60 Schools Tell Us About Teaching 21st Century Skills?" and discuss how do 20th century and 21st century skills differ? Do we ...

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Georgia Harris
Karen Duligall
Nick S
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collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
colleagues and other education professionals
Design for learning - Select teaching approaches resources and learning and assessment activities based on a thorough knowledge of curriculum content etc
Learning Focused Culture - Foster trust respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.
Learning-focused culture - Develop a culture that is focused on learning and is characterised by respect inclusion empathy collaboration and safety.
Learning-focused culture - Develop an environment where the diversity and uniqueness of all learners are accepted and valued.
Learning-focused culture - Develop learning-focused relationships with learners enabling them to be active participants in the process of learning sharing ownership and responsibility for learning.
Professional Learning - Be informed by research and innovations
Professional Learning - Critically examine how my own assumptions and beliefs
Professional learning - Design learning that is informed by national policies and priorities.

Professional learning - Engage in professional learning and adaptively apply this learning in practice.
Professional Learning - Inquire into and reflect on the effectiveness of practice in an ongoing way
Professional learning - Inquire into and reflect on the effectiveness of practice in an ongoing way using evidence from a range of sources
Professional learning - Seek and respond to feedback from learners colleagues and other education professionals and engage in collaborative problem solving and learning focused collegial discussions.
Professional learning: Seek and respond to feedback from learners
Professional Relationships - Actively contribute and work collegially in the pursuit of improving my own and organisational practice showing leadership particularly in areas of responsibility.
Professional relationships - Communicate effectively with others.
Professional Relationships - Engage in reciprocal collaborative learning-focused relationships
Professional Relationships - Engage in reciprocal collaborative learning-focused relationships with learners families whānau teaching colleagues support staff other professionals
Teaching - Teach in ways that enables learners to learn from one another to collaborate to self-regulate and to develop agency over their learning.
Teaching - Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.
Teaching - Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
Teaching - Use an increasing repertoire of teaching strategies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.
Use inquiry

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